Seitz Heather M, Horak Rachel E A, Howard Megan W, Kluckhohn Jones Lucy W, Muth Theodore, Parker Christopher, Rediske Andrea Pratt, Whitehurst Maureen M
Johnson County Community College, Overland Park, KS 66220.
American Society for Microbiology, Washington, DC 20036.
J Microbiol Biol Educ. 2017 Oct 30;18(3). doi: 10.1128/jmbe.v18i3.1322. eCollection 2017.
Identifying misconceptions in student learning is a valuable practice for evaluating student learning gains and directing educational interventions. By accurately identifying students' knowledge and misconceptions about microbiology concepts, instructors can design effective classroom practices centered on student understanding. Following the development of ASM's Curriculum Guidelines in 2012, we developed a concept inventory, the Microbiology for Health Sciences Concept Inventory (MHSCI), that measures learning gains and identifies student misconceptions in health sciences microbiology classrooms. The 23-question MHSCI was delivered to a wide variety of students at multiple institution types. Psychometric analysis identified that the MHSCI instrument is both discriminatory and reliable in measuring student learning gains. The MHSCI results correlated with course outcomes, showing the value of using the instrument alongside course level assessments to measure student learning. The MHSCI is a reliable and efficient way to measure student learning in microbiology and can be used both as a faculty development tool and an effective student assessment tool.
识别学生学习中的误解对于评估学生的学习收获以及指导教育干预措施而言是一项很有价值的实践。通过准确识别学生对微生物学概念的知识和误解，教师可以设计以学生理解为核心的有效课堂实践。在2012年美国微生物学会（ASM）课程指南发布之后，我们开发了一个概念评估工具，即健康科学微生物学概念评估工具（MHSCI），用于衡量健康科学微生物学课堂上的学习收获并识别学生的误解。这份包含23个问题的MHSCI被分发给了多种机构类型的众多学生。心理测量分析表明，MHSCI工具在衡量学生学习收获方面具有区分度且可靠。MHSCI的结果与课程成果相关，表明了将该工具与课程层面评估一起用于衡量学生学习的价值。MHSCI是一种衡量微生物学学生学习情况的可靠且高效的方式，既可以用作教师发展工具，也可以用作有效的学生评估工具。
